This program announcement expires on February 1, 2004 unless reissued.
AGE-RELATED CHANGES IN READING AND ORAL LANGUAGE COMPREHENSION
Release Date: October 25, 2000
PA NUMBER: PA-01-002
National Institute on Aging
National Institute of Child Health and Human Development
THIS PA USES THE "MODULAR GRANT" AND "JUST-IN-TIME" CONCEPTS. IT INCLUDES
DETAILED MODIFICATIONS TO THE STANDARD APPLICATION INSTRUCTIONS THAT MUST BE
USED WHEN PREPARING APPLICATIONS IN RESPONSE TO THIS PA.
PURPOSE
The National Institute on Aging (NIA) and the National Institute of Child
Health and Human Development (NICHD) invite qualified researchers to submit
grant applications for research projects designed to examine age-related
changes in reading and language comprehension abilities and to develop
interventions that prevent or compensate for declines. Late adulthood is
associated with changes, generally declining, in the communicative abilities
important for reading and language comprehension. Evidence suggests that
factors associated with the development of reading and oral language
comprehension skills (e.g., the age of acquisition, the proficiency attained
in early life, diagnoses of learning disabilities and subsequent
interventions) and ongoing experiences (e.g., education, occupation, leisure
activities, social interaction) influence the skill levels attained during
adulthood. Declines in comprehension abilities can interfere with competence
on instrumental activities such as 1) taking medications and managing
finances; 2) receiving accurate and appropriate medical, financial, and other
types of complex information; 3) healthy social interactions, and 4) the
establishment and maintenance of professional competence.
HEALTHY PEOPLE 2010
The Public Health Service (PHS) is committed to achieving the health
promotion and disease prevention objectives of "Healthy People 2010," a PHS
led national activity for setting priority areas. This Program Announcement
(PA), Title of PA, is related to one or more of the priority areas. Potential
applicants may obtain a copy of "Healthy People 2010" at
http://www.health.gov/healthypeople/.
ELIGIBILITY REQUIREMENTS
Applications may be submitted by domestic and foreign for-profit and non-
profit organizations, public and private, such as universities, colleges,
hospitals, laboratories, units of state and local governments, and eligible
agencies of the Federal government. Racial/ethnic minority individuals,
women, and persons with disabilities are encouraged to apply as principal
investigators.
MECHANISM OF SUPPORT
The mechanisms of support will be the investigator-initiated research project
grant (R01) and program project grant (P01). Applicants may consult with
program staff listed under INQUIRIES regarding other mechanisms and relevant
announcements on topics related to this program announcement. Responsibility
for the planning, direction, and execution of the proposed project will be
solely that of the applicant.
For all competing individual research project grant (R01) applications
requesting up to $250,000 direct costs per year, specific application
instructions have been modified to reflect "MODULAR GRANT" and "JUST-IN-TIME"
streamlining efforts being examined by NIH. Complete and detailed
instructions and information on Modular Grant applications can be found at:
https://grants.nih.gov/grants/funding/modular/modular.htm. Applications that
request more than $250,000 in any year must use the standard PHS 398 (rev.
4/98) application instructions.
RESEARCH OBJECTIVES
Background
For the elderly, as well as for adolescents and adults, accurate and
efficient comprehension of both written and oral language is essential for
success across a wide spectrum of important behaviors, including social
participation, performing instrumental activities of daily living, and
engaging in occupational endeavors, in addition to general psychological
well-being and survival. Satisfactory acquisition and maintenance of both
written and oral language comprehension skills are dependent upon a complex
interaction among sensory, perceptual, and cognitive processes. Moreover,
these skills develop and change throughout the lifespan, and thus can be
compromised, especially in later life, by reductions in the performance of
any or all of the component processes.
However, as with many age-related changes, there is inter-individual
variability in the decline of the various cognitive functions, in how
individuals regulate decline, and in patterns of maintenance and growth.
Known age-related changes include reductions in cognitive resources, such as
working memory capacity and speed of processing, and declines in hearing,
visual acuity, and/or the ability to process sensory information. Most
adults experience decline in one or more of these abilities and skills as
part of the aging process; however, many employ compensatory strategies for
these declines, some continue to experience growth in relevant domains such
as vocabulary, and many preserve some skills and abilities. Moreover, many
individuals demonstrate resilience in the ability to comprehend speech and
text. A key question that needs to be addressed is: What do patterns and
processes of decline, maintenance, compensation, and growth reveal about how
to improve language comprehension in older adults?
The role played by differences in cognitive function between younger and
older adults in comprehending written and spoken language is poorly
understood. It is understood, however, that even when older adults have
maintained hearing and visual acuity, they may not perform as well as younger
adults on many tests of comprehension. An increased understanding of the
basic processes of comprehension will have far-reaching implications for the
lives of older adults and for an aging society. Research applications are
sought that will increase our knowledge of comprehension of speech and text,
of relevant social and conversational factors, and of the development of
interventions that will facilitate comprehension across the lifespan but with
special focus on older adults.
It is not yet known how vocabulary development, syntactic development and the
acquisition and application of metacognitive strategies influence the
development and loss of listening and reading comprehension skills across the
lifespan. Research applications are sought that examine the long-term
effects of factors associated with the acquisition of reading and language
comprehension on skill development and maintenance during adulthood and on
the rate and quality of changes during late life. Applications are sought
that examine the developmental course of language comprehension using
epidemiologic, demographic, longitudinal, qualitative, neurobiological, and/
or experimental research methods. Secondary data analyses of existing
longitudinal studies as well as supplements and extensions to longitudinal
studies and educational research databases are encouraged.
Evidence suggests that factors associated with the development of reading and
oral language comprehension skills (e.g., the age of acquisition, the
proficiency attained in early life, diagnoses of learning disabilities and
subsequent interventions) and ongoing experiences (e.g., education,
occupation, leisure activities, social interaction) influence the skill
levels attained during adulthood. Reading and language research using
neuroimaging techniques suggests that although there are basic processes
necessary for language fluency, there is variation among individuals and
between languages. For example, the cortical areas involved in phonology
vary across individuals, and recent studies have revealed language-specific
differences. Research is needed that examines the developmental trajectories
of skill development, maintenance, and decline associated with the
developmental factors and the various neural pathways of language
comprehension.
Human factors research has elucidated the importance of structure and context
to older adults’ comprehension of speech and text. Research in this area
needs to be continued and the findings need to be applied toward the
development of strategies that compensate for decline. Little is known about
how changes in cognitive processes affect speech and reading comprehension.
Individuals with learning disabilities develop compensatory processes which
may be similar to those developed by older adults as they struggle to combat
the effects of such declines: although some compensatory strategies augment
or facilitate the reading process, others may hinder it and affect the
success of certain instructional strategies for adults. Which specific
strategies work well, in what situations, and whether there are interventions
or instructional approaches involving these strategies that might foster the
maintenance of comprehension skills in later life should be investigated.
Increased understanding of the roles of processes and strategies that
compensate for disabilities and decline and their potential for adaptation in
late life is promising for the development of compensatory and intervention
strategies.
Moreover, little is known about the demographics and epidemiology of age-
related decline in speech and reading comprehension. Increased knowledge in
these areas is important to understanding the greater contexts associated
with decline and to targeting populations for intervention and research.
Finally, the effects of later literacy development and how these interact
with age-related declines in language and reading development needs to be
investigated.
Objectives
NIH seeks research grant applications aimed at the study of selected aspects
of speech and reading comprehension as they change with age. General areas
of interest include the following: 1) the factors and individual differences
related to comprehending written and spoken language as well as the
demography and epidemiology of age-related changes; 2) the human factors,
biological factors, developmental factors, environmental factors, and the
social conditions that interfere with or enhance comprehension, and research
applications aimed at applying research findings; 3) the development of
reading comprehension strategies, compensatory strategies, and the most
effective approaches to the development and maintenance of literacy in
adulthood; and 4) research applications aimed at specific domains including
comprehending specific types of information (e.g., medical, legal, insurance)
and maintaining professional competence.
The large variation in comprehension skills among older adults necessitates a
search for complex explanatory factors for late-life changes and individual
differences in comprehension: biological changes, cognitive processes and
strategies, personal differences in life experiences (e.g., education, level
of expertise) or cognitive styles, and the social, linguistic, and cultural
differences in expectations and opportunities for performance. Moreover,
comprehension often requires social interaction, such as engaging in
conversation, asking clarifying questions, and seeking more information.
Thus, research is also needed that examines social factors and speech
production patterns that interfere with or ameliorate comprehension. The
following topics offer examples of studies that are encouraged. These
examples are neither comprehensive nor exclusive.
o The demographic factors and life experiences associated with age-related
changes in comprehension (including skill acquisition and development,
decline, maintenance, compensation, and improvement) as well as understanding
the epidemiology of age-related decline in comprehension.
o The relationship of relevant aspects of cognitive processing including
attention, memory components, and measures of intellectual abilities to
speech and reading comprehension. Further understanding is needed of the
effects of age-related changes in temporal processing on language
comprehension, the effects of changes in spatial abilities on reading
comprehension, and the effects of the various age-related aphasias on
language comprehension.
o The neurobiological mechanisms of age-related change in cognitive or
sensory function that impact oral and written language comprehension.
o The developmental trajectories of skill development, maintenance, and
decline associated with individual skill acquisition factors and with various
neural pathways of language comprehension.
o Cognitive strategies that may be employed to compensate for losses.
Examples include the use of cognitive abilities and expertise to interpret
incomplete or confused auditory and visual signals, strategies to identify
and locate the sources of sounds, and strategies specific to being multi-
lingual.
o The identification of cognitive strategies that may interfere with the
development of reading abilities in adults with low literacy, and the
development of effective interventions.
o Identification of the underlying language comprehension skills and
component skills necessary to the reading process that may underlie
functional illiteracy or low literacy in adults, and the development of
effective interventions. For example, what is the role of the greater
background knowledge and broader vocabulary of adults in the process of
developing new areas of language proficiency in adulthood?
o How affect, motivation, and self-perception of abilities are interrelated
with sensory or cognitive processes.
o Changes in encoding and sending non-verbal cues, as well as changes in
decoding and processing non-verbal cues.
o How individual factors interact with the functional demands of the
material presented.
o The social skills necessary for obtaining accurate and relevant
information. These may include the initiative of conversational interaction
for various purposes, such as seeking information or asking for
clarification.
o The effects of attitudes and beliefs about aging on comprehension. These
include those of the older adult (e.g., self stereotypes), others
communicating with the older adults, as well as the cultural context.
o The influence of self-perceived handicap, and of social or occupational
demands, on the willingness to use devices designed to assist performance.
Other factors include the attitudes, beliefs, and the behavior of older
adults, their friends and family, and others with whom older adults interact.
Research is needed on how the characteristics of the text, the speaking
voice, the medium of the message, the context of the presentation, and
sensory capacity influence ease of comprehension. Studies are encouraged
that examine relevant human factors and that apply current knowledge toward
improving comprehension. Among the many topics that need further research
are the following:
o The differences in processing requirements for expository, narrative, and
procedural texts, written and spoken questions, conversational engagement,
and comprehension of other forms of speech.
o The role of neurobiological auditory and visual changes with age in
influencing both language and reading comprehension.
o The differences in comprehension due to content of the information,
complexity of syntax, structure and cues in the text, and style of
presentation of the information.
o Factors specific to reading computer screens and monitors, understanding
graphics and text embedded in design, such as might occur on bottles and
other containers.
o The types and number of environmental distractions, the effects of
lighting, the size and font of print, and the color of paper and print.
o The effects of cadence, placement of pauses, volume, pitch, and speed of
presentation on comprehension of language.
o Facilitating older adults' comprehension through the development and
application of compensatory strategies and design (e.g., cognitive
strategies, human factors design, social support, and environmental design).
Research is needed that examines the comprehension of written and spoken
language as it relates to various domains, particularly the comprehension of
medical information and other complex topics such as long-term care policies
and insurance information. Research is also needed on the age differences in
the ability to comprehend written and verbal survey questions. Other domains
include the role of language comprehension in establishing and maintaining
professional competence. Some examples of relevant topics that need further
research are the following:
o The factors important to the comprehension of information important in
decision-making (e.g., probabilities, possible outcomes, and risks and
benefits).
o How the attitudes and beliefs of the service provider regarding older
adults’ hearing and speech comprehension impact actual comprehension (e.g.,
elderspeak).
o The factors important for accurate exchange of information, including
conversational style and openness to questions.
o The development of questionnaire, survey, and interview practices that
obtain increased accuracy in information from older adults via increased
speech and reading comprehension. For a related PA, see Methodology and
Measurement in the Behavioral and Social Sciences,
https://grants.nih.gov/grants/guide/pa-files/PA-98-031.html.
o How the workplace and the aging worker are affected by changes in language
comprehension. What workplace changes are needed for the maintenance and
improvement of older workers' professional competence and productivity? How
can the workplace facilitate the implementation of older adults' compensatory
strategies?
INCLUSION OF WOMEN AND MINORITIES IN RESEARCH INVOLVING HUMAN SUBJECTS
It is the policy of the NIH that women and members of minority groups and
their sub-populations must be included in all NIH-supported biomedical and
behavioral research projects involving human subjects, unless a clear and
compelling rationale and justification are provided indicating that inclusion
is inappropriate with respect to the health of the subjects or the purpose of
the research. This policy results from the NIH Revitalization Act of 1993
(Section 492B of Public Law 103-43).
All investigators proposing research involving human subjects should read the
UPDATED "NIH Guidelines for Inclusion of Women and Minorities as Subjects in
Clinical Research," published in the NIH Guide for Grants and Contracts on
August 2, 2000
(https://grants.nih.gov/grants/guide/notice-files/NOT-OD-00-048.html);
a complete copy of the updated Guidelines are available at
https://grants.nih.gov/grants/funding/women_min/guidelines_update.htm. The
revisions relate to NIH defined Phase III clinical trials and require: a) all
applications or proposals and/or protocols to provide a description of plans
to conduct analyses, as appropriate, to address differences by sex/gender
and/or racial/ethnic groups, including subgroups if applicable; and b) all
investigators to report accrual, and to conduct and report analyses, as
appropriate, by sex/gender and/or racial/ethnic group differences.
INCLUSION OF CHILDREN AS PARTICIPANTS IN RESEARCH INVOLVING HUMAN SUBJECTS
It is the policy of NIH that children (i.e., individuals under the age of 21)
must be included in all human subjects research, conducted or supported by
the NIH, unless there are scientific and ethical reasons not to include them.
This policy applies to all initial (Type 1) applications submitted for
receipt dates after October 1, 1998.
All investigators proposing research involving human subjects should read the
"NIH Policy and Guidelines on the Inclusion of Children as Participants in
Research Involving Human Subjects” that was published in the NIH Guide for
Grants and Contracts, March 6, 1998, and is available at:
https://grants.nih.gov/grants/guide/notice-files/not98-024.html.
Investigators also may obtain copies of these policies from the program staff
listed under INQUIRIES. Program staff may also provide additional relevant
information concerning the policy.
URLS IN NIH GRANT APPLICATIONS OR APPENDICES
All applications and proposals for NIH funding must be self-contained within
specified page limitations. Unless otherwise specified in an NIH
solicitation, internet addresses (URLs) should not be used to provide
information necessary to the review because reviewers are under no obligation
to view the Internet sites. Reviewers are cautioned that their anonymity may
be compromised when they directly access an Internet site.
APPLICATION PROCEDURES
Applications are to be submitted on grant application form PHS 398 (rev.
4/98) and will be accepted at the standard application deadlines as indicated
in the application kit. Application kits are available at most institutional
offices of sponsored research and may be obtained from the Division of
Extramural Outreach and Information Resources, National Institutes of Health,
6701 Rockledge Drive, MSC 7910, Bethesda, MD 20892-7910, Phone (301) 710-0267, Email: GRANTSINFO@NIH.GOV. Applications are also available on the
internet at https://grants.nih.gov/grants/funding/phs398/phs398.html.
Applicants planning to submit an investigator-initiated new (type 1),
competing continuation (type 2), competing supplement, or any amended/revised
version of the preceding grant application types requesting $500,000 or more
in direct costs for any year are advised that they must contact the
Institute or Center (IC) program staff before submitting the application,
i.e., as plans for the study are being developed. Furthermore, applicants
must obtain agreement from the IC staff that the IC will accept the
application for consideration for award. Finally, applicants must identify,
in a cover letter sent with the application, the staff member and Institute
or Center who agreed to accept assignment of the application.
This policy requires applicants to obtain agreement for acceptance of both
any such application and any such subsequent amendment. Refer to the NIH
Guide for Grants and Contracts, March 20, 1998 at:
https://grants.nih.gov/grants/guide/notice-files/not98-030.html
Submit a signed, typewritten, original of the application, including the
checklist and five signed photocopies in one package to:
CENTER FOR SCIENTIFIC REVIEW
NATIONAL INSTITUTES OF HEALTH
6701 ROCKLEDGE DRIVE, ROOM 1040, MSC 7710
BETHESDA, MD 20892-7710
BETHESDA, MD 20817 (for express/courier service)
The title and number of the program announcement must be typed on line 2 of
the face page of the application form and the YES box must be marked.
SPECIFIC APPLICATION INSTRUCTIONS FOR MODULAR GRANTS
The modular grant concept establishes specific modules in which direct costs
may be requested as well as a maximum level for requested budgets. Only
limited budgetary information is required under this approach. The just-in-
time concept allows applicants to submit certain information only when there
is a possibility for an award. It is anticipated that these changes will
reduce the administrative burden for the applicants, reviewers and Institute
staff. The research grant application form PHS 398 (rev. 4/98) is to be used
in applying for these grants, with the modifications noted below.
BUDGET INSTRUCTIONS
Modular Grant applications will request direct costs in $25,000 modules, up
to a total direct cost request of $250,000 per year. (Applications that
request more than $250,000 direct costs in any year must follow the
traditional PHS398 application instructions.) The total direct costs must be
requested in accordance with the program guidelines and the modifications
made to the standard PHS 398 application instructions described below:
PHS 398
o FACE PAGE: Items 7a and 7b should be completed, indicating Direct Costs
(in $25,000 increments up to a maximum of $250,000) and Total Costs [Modular
Total Direct plus Facilities and Administrative (F&A) costs] for the initial
budget period. Items 8a and 8b should be completed indicating the Direct and
Total Costs for the entire proposed period of support.
o DETAILED BUDGET FOR THE INITIAL BUDGET PERIOD - Do not complete Form Page
4 of the PHS 398. It is not required and will not be accepted with the
application.
o BUDGET FOR THE ENTIRE PROPOSED PERIOD OF SUPPORT - Do not complete the
categorical budget table on Form Page 5 of the PHS 398. It is not required
and will not be accepted with the application.
o NARRATIVE BUDGET JUSTIFICATION - Prepare a Modular Grant Budget Narrative
page. (See https://grants.nih.gov/grants/funding/modular/modular.htm for
sample pages.) At the top of the page, enter the total direct costs
requested for each year. This is not a Form page.
o Under Personnel, list all project personnel, including their names,
percent of effort, and roles on the project. No individual salary information
should be provided. However, the applicant should use the NIH appropriation
language salary cap and the NIH policy for graduate student compensation in
developing the budget request.
For Consortium/Contractual costs, provide an estimate of total costs (direct
plus facilities and administrative) for each year, each rounded to the
nearest $1,000. List the individuals/ organizations with whom consortium or
contractual arrangements have been made, the percent effort of key personnel,
and the role on the project. Indicate whether the collaborating institution
is foreign or domestic. The total cost for a consortium/contractual
arrangement is included in the overall requested modular direct cost amount.
Include the Letter of Intent to establish a consortium.
Provide an additional narrative budget justification for any variation in the
number of modules requested.
o BIOGRAPHICAL SKETCH - The Biographical Sketch provides information used by
reviewers in the assessment of each individual's qualifications for a
specific role in the proposed project, as well as to evaluate the overall
qualifications of the research team. A biographical sketch is required for
all key personnel, following the instructions below. No more than three
pages may be used for each person. A sample biographical sketch may be
viewed at: https://grants.nih.gov/grants/funding/modular/modular.htm.
- Complete the educational block at the top of the form page;
- List position(s) and any honors;
- Provide information, including overall goals and responsibilities, on
research projects ongoing or completed during the last three years;
- List selected peer-reviewed publications, with full citations.
o CHECKLIST - This page should be completed and submitted with the
application. If the F&A rate agreement has been established, indicate the
type of agreement and the date. All appropriate exclusions must be applied in
the calculation of the F&A costs for the initial budget period and all future
budget years.
o The applicant should provide the name and phone number of the individual
to contact concerning fiscal and administrative issues if additional
information is necessary following the initial review.
REVIEW CONSIDERATIONS
Applications will be assigned on the basis of established Public Health
Service referral guidelines. Applications that are complete will be
evaluated for scientific and technical merit by an appropriate peer review
group convened in accordance with NIH peer review procedures. As part of the
initial merit review, all applications will receive a written critique and
undergo a process in which only those applications deemed to have the highest
scientific merit, generally the top half of applications under review, will
be discussed, assigned a priority score, and receive a second level review by
the appropriate national advisory council or board.
Review Criteria
The goals of NIH-supported research are to advance our understanding of
biological systems, improve the control of disease, and enhance health. In
the written comments reviewers will be asked to discuss the following aspects
of the application in order to judge the likelihood that the proposed
research will have a substantial impact on the pursuit of these goals. Each
of these criteria will be addressed and considered in assigning the overall
score, weighting them as appropriate for each application. Note that the
application does not need to be strong in all categories to be judged likely
to have major scientific impact and thus deserve a high priority score. For
example, an investigator may propose to carry out important work that by its
nature is not innovative but is essential to move a field forward.
1. Significance: Does this study address an important problem? If the aims
of the application are achieved, how will scientific knowledge be advanced?
What will be the effect of these studies on the concepts or methods that
drive this field?
2. Approach: Are the conceptual framework, design, methods, and analyses
adequately developed, well-integrated, and appropriate to the aims of the
project? Does the applicant acknowledge potential problem areas and consider
alternative tactics?
3. Innovation: Does the project employ novel concepts, approaches or
method? Are the aims original and innovative? Does the project challenge
existing paradigms or develop new methodologies or technologies?
4. Investigator: Is the investigator appropriately trained and well suited
to carry out this work? Is the work proposed appropriate to the experience
level of the principal investigator and other researchers (if any)?
5. Environment: Does the scientific environment in which the work will be
done contribute to the probability of success? Do the proposed experiments
take advantage of unique features of the scientific environment or employ
useful collaborative arrangements? Is there evidence of institutional
support?
In addition to the above criteria, in accordance with NIH policy, all
applications will also be reviewed with respect to the following:
o The adequacy of plans to include both genders, minorities, and their
subgroups, and children as appropriate for the scientific goals of the
research. Plans for the recruitment and retention of subjects will also be
evaluated.
o The reasonableness of the proposed budget and duration in relation to the
proposed research.
o The adequacy of the proposed protection for humans, animals or the
environment, to the extent they may be adversely affected by the project
proposed in the application.
AWARD CRITERIA
Applications will compete for available funds with all other recommended
applications. The following will be considered in making funding decisions:
o Quality of the proposed project as determined by peer review
o Availability of funds
o Program priority.
INQUIRIES
Inquiries are encouraged. The opportunity to clarify any issues or questions
from potential applicants is welcome.
Direct inquiries regarding programmatic issues to:
Daniel B. Berch, Ph.D.
Behavioral and Social Research Program
National Institute on Aging
7201 Wisconsin Avenue Suite 533 MSC 9205
Bethesda, MD 20892 -9205
Telephone: (301) 496-3137
FAX: (301) 402-0051
E-mail: db254g@NIH.GOV
Judith A. Finkelstein, Ph.D.
Neuroscience and Neuropsychology of Aging Program
National Institute on Aging
7201 Wisconsin Avenue
Gateway Building, Suite 3C307
Bethesda, MD 20892-9205
Telephone: (301) 496-9350
FAX: (301) 496-1494
Email: jf119k@nih.gov
Peggy McCardle, Ph.D., MPH
Child Development and Behavior Branch
National Institute of Child Health and Human Development
6100 Executive Blvd., Suite 4B05
Rockville, MD 20895-7510
Telephone: 301-435-6863
FAX: 301-480-7773
Email: pm43q@nih.gov
Direct inquiries regarding fiscal matters to:
Linda Whipp
Grants and Contracts Management Office
National Institute on Aging
7201 Wisconsin Avenue, Suite 2N212, MSC 9205
Bethesda, MD 20892-9205
Telephone: (301) 496-1472
FAX: (301) 402-3672
Email: lw17m@NIH.GOV
Douglas Shawver
National Institute of Child Health and Human Development
6100 Executive Blvd., Suite 4B05
Rockville, MD 20895
Telephone: 301-435-6999
FAX: 301-402-0915
Email: Douglas_Shawver@nih.gov
AUTHORITY AND REGULATIONS
This program is described in the Catalog of Federal Domestic Assistance No.
93.866 and No. 93.865. Awards are made under authorization of sections 301
and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and
administered under NIH grants policies and Federal Regulations 42 CFR 52 and
45 CFR Parts 74 and 92. This program is not subject to the intergovernmental
review requirements of Executive Order 12372 or Health Systems Agency review.
The PHS strongly encourages all grant and contract recipients to provide a
smoke-free workplace and promote the non-use of all tobacco products. In
addition, Public Law 103-227, the Pro-Children Act of 1994, prohibits smoking
in certain facilities (or in some cases, any portion of a facility) in which
regular or routine education, library, day care, health care or early
childhood development services are provided to children. This is consistent
with the PHS mission to protect and advance the physical and mental health of
the American people.